the evaluation schedule for schools april 11

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The evaluation schedule for schoolsGuidance and grade descriptors for inspecting schools in England under section 5 of

the Education Act 2005, from September 2009

The evaluation schedule provides outline guidance and grade descriptors for thejudgements that inspectors will report on when inspecting schools under section 5 of

the Education Act 2005 from September 2009.

Age group: 019

Published: April 2011

Reference no: 090098


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The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to

achieve excellence in the care of children and young people, and in education and skills for learners of

all ages. It regulates and inspects childcare and children's social care, and inspects the Children andFamily Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based

learning and skills training, adult and community learning, and education and training in prisons and

other secure establishments. It assesses council childrens services, and inspects services for looked

after children, safeguarding and child protection.

If you would like a copy of this document in a different format, such as large print or Braille, please

telephone 0300 123 1231, or email [email protected].

You may reuse this information (not including logos) free of charge in any format or medium, under

the terms of the Open Government Licence. To view this licence, visit

www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team,

The National Archives, Kew, London TW9 4DU, or email: [email protected].

This publication is available at www.ofsted.gov.uk/publications/090098.

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Royal Exchange Buildings

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E: [email protected]: www.ofsted.gov.uk

No. 090098

Crown copyright 2011


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Contents

Introduction 5A guide to proportions 5

Inspection judgement form 6Outcomes: how well are pupils doing, taking account of any variation? 8

Pupils attainment 9The quality of pupils learning and their progress 12The quality of learning for pupils with special educational needs and/or disabilitiesand their progress 12Pupils achievement and the extent to which they enjoy their learning 15The extent to which pupils feel safe 17Pupils behaviour 19The extent to which pupils adopt healthy lifestyles 21The extent to which pupils contribute to the school and wider community 23Pupils attendance 25The extent to which pupils develop workplace and other skills that will contributeto their future economic well-being 26The extent of pupils spiritual, moral, social and cultural development 28

How effective is the provision? 30The quality of teaching 31The use of assessment to support learning 31The extent to which the curriculum meets pupils needs, including, where relevant,through partnerships 33The effectiveness of care, guidance and support 35

How effective are leadership and management? 37The effectiveness of leadership and management in embedding ambition anddriving improvement 38The leadership and management of teaching and learning 38The effectiveness of the governing body in challenging and supporting the schoolso that weaknesses are tackled decisively and statutory responsibilities met 41The effectiveness of the schools engagement with parents and carers 44The effectiveness of partnerships in promoting learning and well-being 46The effectiveness with which the school promotes equal opportunity and tacklesdiscrimination 48The effectiveness of safeguarding procedures 50The effectiveness with which the school promotes community cohesion 52The effectiveness with which the school deploys resources to achieve value formoney 54

How effective is the Early Years Foundation Stage? 56Outcomes for children in the Early Years Foundation Stage 57


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The quality of provision in the Early Years Foundation Stage 60The effectiveness of leadership and management of the Early Years FoundationStage 63Overall effectiveness: how well does the setting/school meet the needs of childrenin the Early Years Foundation Stage? 66

How effective is the sixth form? 68Outcomes for students in the sixth form 69The quality of provision in the sixth form 72The effectiveness of leadership and management of the sixth form 74The overall effectiveness of the sixth form 77

How effective is the boarding provision? 79Summative judgements 81

Outcomes for individuals and groups of pupils 82

The schools capacity for sustained improvement 83Overall effectiveness: how good is the school? 85

Supplementary guidance 87Judging achievement in special schools, pupil referral units and resourced provisionin mainstream schools 87


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Introduction

The evaluation schedule shown sets out the judgements thatinspectors will make and report on from September 2009.

Inspectors are required to weigh up the balance of evidence in aparticular area and to consider it against the descriptors foroutstanding, good, satisfactory or inadequate before making a

judgement.

The characteristics of performance at grade 3 are not repeated in thedescriptors for grade 2 but are assumed to be present. Similarly,performance at grade 1 assumes the presence of the generalfeatures described in grades 2 and 3.

The grade descriptors and the associated outline guidance should beinterpreted in the context of the particular school being inspected.Inspectors will interpret grade descriptors in relation to pupils age,stage and phase of education.

The outline guidance is not exhaustive but is intended to guideinspectors to the range and type of evidence they might collect.

A guide to proportions

The following table provides a description of numerical proportions whenexpressed in words.

Proportion Description

97100% Vast/overwhelming majority or almost all

8096% Very large majority, most

6579% Large majority

5164% Majority

3549% Minority

2034% Small minority

419% Very small minority, few

03% Almost none/very few

The evaluation schedule for schoolsApril 2011, No. 090098

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6

Inspection judgement form

Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate1

GradeOverall effectiveness: how good is the school?

Outcomes for individuals and groups of pupils

The schools capacity for sustained improvement

What does the school need to do to improve further?

Recommendations and required actions

No

NtI

Does this school require special measures or a notice to improve?

SM

Outcomes: how well are pupils doing taking account of any variation?

Pupils achievement and the extent to which they enjoy their learning

Taking into account:

pupils attainment the quality of pupils learning and their progress the quality of learning for pupils with special educational needs and/or

disabilities and their progress.

The extent to which pupils feel safe

Pupils behaviour

The extent to which pupils adopt healthy lifestyles

The extent to which pupils contribute to the school and wider community

The extent to which pupils develop workplace and other skills that will contribute totheir future economic well-being


pupils attendanceThe extent of pupils spiritual, moral, social and cultural development

How effective is the provision?

The quality of teaching


the use of assessment to support learningThe extent to which the curriculum meets pupils needs, including, where relevant,through partnerships

1 Grades forAttainmentand forAttendanceare as follows: 1 is high; 2 is above average; 3 isaverage; 4 is low.


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The effectiveness of care, guidance and support

How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and

driving improvementTaking into account:

the leadership and management of teaching and learning.The effectiveness of the governing body in challenging and supporting the schoolso that weaknesses are tackled decisively and statutory responsibilities met

The effectiveness of the schools engagement with parents and carers

The effectiveness of partnerships in promoting learning and well-being

The effectiveness with which the school promotes equal opportunity and tackles

discriminationThe effectiveness of safeguarding procedures

The effectiveness with which the school promotes community cohesion

The effectiveness with which the school deploys resources to achieve value formoney

How effective is the Early Years Foundation Stage?

Overall effectiveness

Taking into account: outcomes for children in the Early Years Foundation Stage the quality of provision in the Early Years Foundation Stage the effectiveness of leadership and management of the Early Years

Foundation Stage.

How effective is the sixth form?

Overall effectiveness


outcomes for students in the sixth form the quality of provision in the sixth form leadership and management of the sixth form.

Overall effectiveness: how effective is boarding provision?

The effectiveness of the boarding provision


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Outcomes: how well are pupils doing, takingaccount of any variation?

This section contains seven prime judgements which, taken together,

determine the summative judgement: Outcomes for individuals and groups ofpupils. The seven judgements are:

the five Every Child Matters outcomes pupils behaviour the extent of the pupils spiritual, moral, social and cultural

development.

This section starts with attainmentand learning and progress, which areimportant elements of the first prime judgement: How well do pupils achieve

and enjoy their learning?

Inspectors may take account of their evaluation of the Early Years FoundationStage, the sixth form and boarding provision when making their judgements.


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Pupils attainment

Inspectors should evaluate:

the attainment of the oldest year group for which the schoolprovides, up to the end of statutory schooling, as indicated by theirtest and examination results, and other evidence, taking account of:any important variations between groups2 of pupils, subjects andcourses, and trends over time.

Outline guidance

The judgement on attainment is made in relation to national standards and isjudged in comparison to all schools. Inspectors should consider patterns inthe attainment data over the last three years, noting particularly any evidenceof performance significantly3 above or below the national average. Theyshould also take into account evidence of pupils current performance.

Evidence about attainment in the sixth form does not contribute to thejudgement of attainment overall. This evidence, however, informs thejudgement about outcomes in the section on the sixth form.

In those special schools where the cognitive ability of the pupils is such thattheir attainment is unlikely ever to rise above low, attainment is not graded(shown by an asterisk in the inspection report). Inspectors should refer to the

supplementary guidance on page 87 for further information.

Inspectors may take into account:

national test and examination results set against nationalbenchmarks as indicated in RAISEonline

a range of indicators including: the proportion of learners attaining particular standards, including

those which are national targets such as National Challengebenchmarks

capped average points scores average points scores pass and completion rates at different levels

attainment as shown by test and examination results available inschool but not yet validated or benchmarked nationally

2

Relevant groups of pupils are listed in the outline guidance.3 The terms significant and significantly relate to statistical significance as shown inRAISEonline.


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attainment of different groups, including boys, girls, minority ethnicpupils, looked after children, pupils eligible for free school meals andother groups identified by the school; inspectors should useRAISEonline where available and the schools own data to make aprofessional judgement about the importance of any variation

the extent to which specialist subject attainment targets have beenmet

where validated data are not available, or the final year in a schooldoes not correspond with the end of a key stage, the schoolsevaluation of pupils attainment supported by records and examplesof the pupils work

current attainment, including: school data, including results of, for example, optional standard

assessment tests (SATs), GCSE module tests and moderatedcoursework

the schools track record in assessing standards of attainment,including the accuracy of previously predicted grades and thequality of teacher assessment

the standard of attainment confirmed by the pupils current work.Pupils attainment: grade descriptors

High

(1)

A large majority of attainment indicators for the final key stage over the lastthree years have been significantly above average as indicated inRAISEonline. Other data and the pupils current work indicate thatattainment is high. Pupils attainment in key subjects4 and the attainment ofsizeable groups of pupils are significantly above average.

Aboveaverage

(2)

A majority of attainment indicators for the final key stage over the last threeyears have been significantly above average, as indicated in RAISEonline.Other data and the pupils current work indicate that attainment is aboveaverage. Instances of significantly below average attainment, including inkey subjects and for sizeable groups of pupils, are rare and there is a patternof improvement.

Average

(3)

Generally, attainment indicators for the final key stage over the last threeyears have not been significantly below average overall, in all key subjectsand for different groups of pupils, as shown by indicators in RAISEonline.Other data and pupils current work indicate that attainment is average.

4

Key subjects in primary schools are the core subjects. In secondary schools they areEnglish, mathematics, any specialist school subjects and/or GCSE subjects with very highlevels of entry.


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Low

(4)

The general pattern of overall attainment indicators for the finalkey stage over the last three years has been significantly belowaverage, as indicated in RAISEonline. This includes consideration ofNational Challenge benchmarks. Other data and the pupils currentwork indicate that attainment is low.

or

The general pattern of attainment indicators for the final key stageover the last three years for one or more key subjects or sizeablegroups of pupils has been significantly below average, as indicatedin RAISEonline. Other data and the pupils current work indicatethat attainment is low.


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The quality of pupils learning and their progress

The quality of learning for pupils with special educational

needs and/or disabilities and their progress

The starting point for these key judgements is the quality of learningexperienced by the pupils across the school, including, where relevant, in theEarly Years Foundation Stage and/or the sixth form. Assessment informationis relevant in helping inspectors form a view about progress but data for thelast three years must be considered and discussed with the school.


how well pupils acquire knowledge, develop their understanding,learn and practise skills and are developing their competence aslearners across a range of subjects

how well pupils enjoy their learning as shown by their interest,enthusiasm and engagement across a range of subjects

how well pupils make progress relative to their starting points, usingcontextual value added and other value added measures, includingwhether there is any significant variation between groups of pupils(for example, minority ethnic groups, groups with different priorattainment, gender groups, gifted and talented groups, pupils

speaking English as an additional language), making clear whetherthere is any underachievement generally or among particular groupswho could be doing better

how well pupils with special educational needs and/or disabilitiesmake progress relative to their starting points.

Outline guidance

Inspectors may take into account a range of information, including, whererelevant, information provided by the school about how well pupils registered

at the school but taught in other institutions and those from other institutionstaught in the school make progress:

learning across a range of subjects: lesson observations, including scrutinising pupils work discussions with pupils the schools evaluation of the quality of learning for all groups,

including those with special educational needs and/or disabilities

external evaluation of the quality of learning, for example Ofstedssurvey visits or the local authoritys evaluation


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past progress: data for up to three previous years contextual value added data for the school overall (and the

learning achievement tracker for post-16) and, where relevant,

different key stages, key subjects and different groups of pupils,including those with special educational needs and/or disabilities,as indicated in RAISE online and the sixth form performance andassessment (PANDA) report

data presented by the school, including information provided byexternal bodies

any analysis of past progress carried out by the school includingwhether pupils reach challenging targets

Foundation Stage Profile scores current progress:

pupils records any analysis of progress carried out by the school, including the

progress made by different groups, particularly pupils with specialeducational needs and/or disabilities; looked after children;particular minority ethnic groups, including Gypsy, Roma andTravellers of Irish heritage; those who join the school other thanat the normal date of admission; and those who are socially oreconomically disadvantaged.

The judgements about learning and progress for all pupils and about pupilswith special educational needs and/or disabilities are made by using the samegrade descriptors.


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The quality of pupils learning and their progress and the quality of learningfor pupils with special educational needs and/or disabilities and their progress:grade descriptors

Outstanding

(1)

The pupils acquire knowledge, develop understanding and learn and

practise skills exceptionally well. Pupils demonstrate excellentconcentration and are rarely off task, even in extended periods withoutdirection from an adult. They have developed resilience when tacklingchallenging activities in a range of subjects. Their keenness andcommitment to succeed in all aspects of school life and ability to graspopportunities to extend and improve their learning are exceptional.Progress is at least good in each key stage, key subjects and for differentgroups and is exemplary in some.

Good

(2)

The pupils acquire knowledge, develop understanding and learn andpractise skills well. The pupils are keen to do well, apply themselvesdiligently in lessons and work at a good pace. They seek to produce theirbest work and are usually interested and enthusiastic about their learningin a range of subjects. A very large majority of groups of pupils make atleast good progress and some may make outstanding progress, withnothing that is inadequate.

Satisfactory

(3)

The extent to which pupils acquire knowledge, develop understanding andlearn and practise skills is at least satisfactory. Most pupils work effectivelyin a range of subjects when provided with appropriate tasks and guidancebut lack confidence in improving the quality of their work. They generallywork steadily and occasionally show high levels of enthusiasm and interest.The pupils make the progress expected given their starting points and

some, although not the majority, may make good progress. Progress isinadequate in no major respect (for example, a key stage or particulargroups of pupils), and may be good in some respects.

Inadequate

(4)

The extent to which pupils acquire knowledge, developunderstanding and learn and practise skills is inadequate.

or

Too many pupils fail to work effectively unless closely directed byan adult and give up easily. Pupils do not enjoy the activitiesprovided, which is reflected in poor completion of tasks across arange of subjects.

or Pupils, or particular groups of pupils, make too little progress in

one or more key stages.


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Pupils achievement and the extent to which they enjoytheir learning

This judgement takes account of the pupils attainment and the quality oflearning and progress for all pupils and for pupils with special educationalneeds and/or disabilities.

In special schools where a judgement on attainment has not been made, thegrade for the quality of pupils learning and their progress is used as thegrade for how well pupils achieve and enjoy their learning. Inspectors shouldrefer to the supplementary guidance for further information.


the quality of pupils learning and their progress, together with theirattainment, including, where relevant, the achievement of pupils inthe Early Years Foundation Stage and the sixth form.

Outline guidance

Inspectors make this judgement after making the judgements on attainmentand learning and progress. Judgements should not be made solely onthe basis of one years test and examination results (unless theschool is new).

Pupils achievement and the extent to which they enjoy their learning: gradedescriptors

Outstanding

(1)

Achievement is likely to be outstanding when:

attainment is above average or high and learning and progressare outstanding

or

attainment is high and learning and progress are good.Good

(2)

Achievement is likely to be good when:

attainment is above average and learning and progress are goodor

attainment is average and learning and progress are good oroutstanding

or

attainment is low but there is convincing evidence thatoutstanding learning and progress are helping pupils attainmentto improve strongly. On rare occasions learning and progress maybe good, but outstanding for some groups of pupils andimproving overall.


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Satisfactory

(3)

Achievement is likely to be satisfactory when:

attainment is average, above average or high and learning andprogress are satisfactory

or

attainment is low but improving strongly and learning andprogress are good. Or, there is convincing evidence that learningand progress are satisfactory but improving securely and quickly.

Inadequate

(4)

Achievement is likely to be inadequate if either:

learning and progress are inadequateor

attainment is low and shows little sign of improvement, andlearning and progress are no better than satisfactory with little orno evidence of improvement.

If the school is judged to be inadequate in this strand of the evaluationschedule, its overall effectiveness is also likely to be judged to be inadequate.

Judging achievement when attainment is low

The grade descriptor for satisfactory achievement makes clear that whenattainment is low there must be convincing evidence that learning andprogress are satisfactory but improving securely and quickly. If inspectorsdecide that this is the case they must explain their judgements clearly andprovide a convincing account of how the school is improving pupils learningand progress.

Similarly, in order to support a judgement that low attainment is compatiblewith good achievement there must be compelling evidence that the quality ofpupils learning and progress is outstanding. For example:

pupils attainment on entry to the school may be exceptionally low, so thateven when their attainment is below average when they leave there isconvincing evidence that they have significantly closed the gap becauselearning and progress have been outstanding

while attainment is low there is a strong upward trend, underpinned byconvincing evidence, including particularly that gathered through lessonobservations, that this will be sustained.

On rare occasions while the quality of learning and progress is not yetoutstanding, it may be consistently good and outstanding for particulargroups of pupils, with convincing evidence of sustained improvement acrossthe school. In these circumstances achievement may be judged to be good.

Whenever inspectors decide that there is convincing evidence that pupilsachievement is good, even though their attainment is low, they must explainclearly why outstanding or good and improving learning and progress have

not enabled pupils to attain broadly average standards.


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The extent to which pupils feel safe


how safe pupils feel in school, including their understanding of issuesrelating to safety, such as bullying

the extent to which the pupils feel able to seek support from theschool should they feel unsafe.

Outline guidance

Inspectors may take account of the following:

the views expressed by pupils from a wide range of groups, andothers, such as parents and carers, staff and governors, regarding

pupils safety at school

the extent to which pupils are able to understand, assess andrespond to risks, for example those associated with new technology,water, fire, roads and railways

the extent to which pupils feel safe from different forms ofharassment and bullying, including those related to faith, race(including Gypsy/Roma and Travellers of Irish heritage), gender,sexuality and disability

the extent to which pupils feel safe, respected and comfortable in thecompany of staff and other adults

whether or not pupils feel listened to whether or not pupils know how to complain and ask for help the extent to which pupils and parents are confident that issues are

considered fairly and that appropriate action is taken.

The extent to which pupils feel safe: grade descriptors

Outstanding

(1)

Pupils have an excellent understanding about what constitutes unsafe

situations. They maintain a well-tuned perspective on their own safetyand that of others. Pupils say they feel safe at school at all times.Parents and carers strongly agree that the school keeps pupils safe.Groups representing a wide range of pupils are entirely confident thatissues they raise will be dealt with promptly and effectively by theschool.

Good

(2)

Different groups of pupils say they feel safe at school. Parents andcarers say the school keeps pupils safe and few raise concerns abouttheir child feeling unsafe in school. Pupils generally understand whatconstitutes an unsafe situation. Pupils have an accurate perspective ontheir own safety and that of others. Pupils are confident that issues

they raise will be dealt with promptly and effectively by the school.


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Satisfactory

(3)

Pupils say they usually feel safe at school and parents and carersagree. Pupils know about the main risks they might face andunderstand how these risks may threaten their own and others safety.Pupils are clear that issues they raise will be taken seriously by theschool and appropriate action taken.

Inadequate

(4)

Pupils, or a significant group, who understand whatconstitutes an unsafe situation at school say they do not feelsafe.

or

Pupils have a worryingly inaccurate perspective on their ownsafety.

or

Pupils have little confidence in the schools ability to deal withsafety issues.


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Pupils behaviour


pupils conduct in lessons and around the school.Outline guidance

Inspectors may take account of:

pupils attitudes to learning and their behaviour in lessons. Whererecords or observations indicate that behaviour disruptslearning or threatens well-being more than veryoccasionally, it is likely that behaviour will be judgedinadequate overall

the proportion of lessons disrupted by weaknesses in behaviour sothat learning is less than it should be

pupils treatment of each other and school facilities, and theirbehaviour around the school, including awareness of each othersneeds at break times, between lessons and in assemblies and otheractivities

pupils politeness to each other and to adults pupils ability and willingness to manage their own behaviour the extent to which pupils modify their behaviour in response to the

schools behaviour management strategies, including the impact ofexclusion strategies

documentary evidence about pupils behaviour, including records of:racist and bullying incidents; the use of any on-call system; the useof remove or seclusion rooms; and the types of incidents whichoccur at break, lunchtime and social times

rates and patterns of permanent and overall/repetitive fixed-periodexclusions, including any over-representation from different groups

parents and pupils views on the standard of behaviour, such asthose expressed in parental questionnaires and discussion withparents and pupils; give particular attention to pupils own viewsabout being safe and free from harassment and how well pupils fromdifferent backgrounds get on with each other.


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Pupils behaviour: grade descriptors

Outstanding

(1)

Pupils consistently thoughtful behaviour is an outstanding factor in theirsuccessful learning and creates an extremely positive school ethos. Pupilsare highly considerate and very supportive of each other in lessons.

Behaviour for all groups around the school is exemplary and pupilsencourage others to conduct themselves well.

Good

(2)

Pupils behaviour makes a strong contribution to good learning in lessons.Their behaviour is welcoming and positive. They routinely showresponsibility in responding to the expectations of staff, set consistentstandards for themselves and respond quickly and well to any additionalguidance from staff about how to conduct themselves. They behaveconsiderately towards each other.

Satisfactory

(3)

Pupils behave so that learning proceeds appropriately and time is notwasted. They understand what is expected when asked to work on their

own or in small groups and only gentle prompting is needed to maintaindiscipline. Around the school, pupils behaviour is orderly so that publicspaces are safe and calm. Pupils are polite and generally respondappropriately to sanctions. Incidents of poor behaviour are uncommon.

Inadequate

(4)

Pupils poor behaviour and rudeness occur more frequently thanon very isolated occasions and inhibit progress in lessons or well-being on more than isolated occasions.

or

Time is wasted through persistent low-level disruption, excessiveoff-task chatter and a lack of attention in too many lessons.

or Some pupils show a lack of respect for or direct challenge to

adults or other young people, including instances of racist or sexistbehaviour and other forms of bullying.


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The extent to which pupils adopt healthy lifestyles


the extent to which pupils, especially those identified by the schoolas most at risk, know and understand factors that impact on theirphysical, mental and emotional health and their attitudes to thesefactors

the extent to which pupils, especially those most at risk, take actionin school to improve aspects of their health.

Outline guidance

Inspectors may take account of different groups of pupils:

uptake of school meals and selection of healthy food participation in physical education participation in extra-curricular activities such as dance, sport, music

and other constructive leisure activities

understanding of the dangers of smoking, drug taking, use ofalcohol, sexual health risks and the factors which may lead to mentalor emotional difficulties, such as peer pressure and work/life balance

understanding of the benefits of physical exercise (such as walking orcycling to school) and a healthy diet and how they have adoptedthese into their lifestyles

responses to the schools health promotion strategies responses to personal, social and health education (PSHE) and other

aspects of the curriculum

views, and those of others, such as parents and carers, staff andgovernors, regarding their adoption of healthy lifestyles.


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The extent to which pupils adopt healthy lifestyles: grade descriptors

Outstanding

(1)

Almost all groups of pupils have a great deal of knowledge andunderstanding of the factors affecting many aspects of their physical andmental health and emotional well-being. Many pupils have adopted healthy

lifestyles. Many groups, including those most at risk, are very keen to takeaction to improve their health and enthusiastically take up activities to doso. A wide range of pupils respond positively to the schools healthpromotion strategies and are themselves ambassadors for health promotionwhen talking to others.

Good

(2)

Pupils know and understand many of the important factors which affect thedifferent aspects of their health. Most want to take action to improve theirhealth and participate regularly in activities which enable them to do so.The majority of pupils have adopted a healthy lifestyle. Pupils respond wellto the schools health promotion strategies and may be involved in runninghealth-related activities.

Satisfactory

(3)

Pupils understand the main threats to their health and how they can beavoided. Some, although not the majority, want to take action to improvetheir health and do so through activities provided by school. Pupils aregenerally interested in the schools health promotion strategies.

Inadequate

(4)

A considerable number of pupils are unaware of factors affectingtheir health and express no wish to improve their knowledge.

or

Few pupils have taken effective action to improve their health.


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The extent to which pupils contribute to the school andwider community


the extent to which pupils, including those from different groups,take on responsibilities and play a part in the school and widercommunity

the extent to which pupils, including those from different groups,engage in decision-making or consultation about issues which affectthe quality of their learning and well-being

the impact of the pupils contribution to the school and widercommunity.

Outline guidance


the proportion of pupils from different groups who take on positionsof responsibility and leadership in school and in the widercommunity, such as leadership and volunteering activities promotedthrough the school

the proportion of pupils from different groups who participate inactivities which contribute to the quality of life in, and sustainabledevelopment of, the school and wider community

the quality of the work of the school council or other arrangementswhich enable pupils to contribute to, and influence, decisions madeabout life in school and the wider community

how well pupils participate in activities, such as surveys anddiscussion, which encourage them to express their views and ideasabout the school and wider communities

the extent to which pupils are involved in working with teachers andother staff in planning and making decisions about their learning andwell-being

the extent to which pupils are involved in charitable work, includinglocal, national and international contexts

the views expressed by pupils, including those from different groups,regarding the ways they interact with the school and widercommunity

the views of parents and adults, including members of the localcommunity, about the pupils interaction with them

if the school is a specialist school, how this has helped pupilsunderstanding of and contribution to the community.The evaluation schedule for schools

April 2011, No. 09009823


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The extent to which pupils contribute to the school and wider community:grade descriptors

Outstanding

(1)

Pupils are very proud of and committed to their schoolcommunity. This is demonstrated by their enthusiastic promotion

of a broad range of activities to improve the school and the widercommunity. Most groups of pupils are represented in taking onresponsibilities. Pupils from a wide range of groups have a strongvoice in decisions relating to their learning and well-being. Thepupils involvement in the school and their interaction in the widercommunity are substantial and highly valued.

Good

(2)

Pupils value their school community and willingly take onresponsibility and participate constructively in school life beyondroutine lessons and activities. Pupils hold clear views about theirlearning and well-being and participate keenly in discussionsabout these matters. Pupils understand and care about the issuesfacing their local area and where appropriate suggest and takeactions to help improve the school and wider community. Pupilsbehaviour in the local area is well regarded.

Satisfactory

(3)

Pupils take on responsibility and play a constructive role in theschool. They have some influence on decisions about school life.They support initiatives to improve aspects of life in school andthe wider community. Pupils behaviour promotes a positiverelationship with the schools local community.

Inadequate

(4)

Pupils generally are reluctant to take on responsibilitiesor to play a part in the life of the school and wider

community.

or

Pupils have little or no influence on decisions whichaffect the quality of their learning and well-being.

or

Pupils contribution to the school and wider communityhas little positive impact.


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Pupils attendance

Inspectors should evaluate

the attendance of pupils.Outline guidance


figures for overall and persistent absence, using data shown inRAISEonline, and the schools own data (there are noRAISEonline data for children not yet of statutory schoolage)

the most up-to-date attendance and absence data held by the school the attendance of different groups of pupils, including those with

special educational needs and/or disabilities and those from minorityethnic groups

the proportion of pupils who are persistently absent, which isidentified nationally as absence of more than 20%

patterns of absence proportions of pupils with particular levels of attendance, for example

below 85% or above 95%, and whether these proportions are

changing.

Pupils attendance: grade descriptors

High

(1)

Overall attendance is high. Attendance is consistently high for all groups ofpupils.

Aboveaverage

(2)

Overall attendance is above average. Attendance is above average for allsizeable groups of pupils.

Average(3)

Overall attendance is broadly average. Attendance is at least broadly averagefor all sizeable groups of pupils. Few pupils are persistently absent.

Low

(4)

Generally, attendance data over the last three years have been wellbelow the national average and there is little sign of improvement.

or

The attendance of sizeable groups of pupils is consistently wellbelow average.

or

Too many pupils are persistently absent.


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The extent to which pupils develop workplace and otherskills that will contribute to their future economic well-being

This judgement takes account of pupils attendance.


the pupils ability to apply skills appropriate to their age in oracy,literacy, numeracy and information and communication technology(ICT)

the extent to which pupils develop their knowledge andunderstanding of the world of work and develop skills and personalqualities which will serve them well in education, training,

employment and their future lives

the extent to which pupils understand their future options anddevelop aspirations.

Outline guidance


how well pupils are able to apply oracy, literacy, numeracy and ICTskills in real world contexts

how well pupils develop wider skills and personal qualities such asworking in teams, solving problems, organising activities and takingleadership roles

levels of punctuality the extent to which pupils take an interest in, and pose increasingly

sophisticated questions about, the real world and understand theimportance of sustainable development

the extent to which pupils understand the opportunities available tothem, develop aspirations and understand how to achieve them

how well pupils are developing enterprise capabilities, including theirapproach to innovation, creativity, risk-management and risk-taking,together with a positive attitude and the drive to make ideas happen

the extent to which pupils are developing an understanding ofmanaging money, economics and business appropriate to their age(for example, why there are different jobs, how they might decidewhat the best buy is and notions of fair trade)

pupils views and those of parents and carers about how well theschool prepares pupils for their future education, training and

employment


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where relevant, views of employers, trainers and staff from otherinstitutions in partnership as expressed in surveys, discussions andreports

for secondary schools, past pupils participation in education andtraining after leaving the school, including the percentage of schoolleavers who are not in education, training or employment (NEET) andthe representation of specific groups.

The extent to which pupils develop workplace and other skills that willcontribute to their future economic well-being: grade descriptors

Outstanding

(1)

The pupils application of their basic skills across many areas of school lifeis innovative and highly effective. They have a wide range of well-honedskills that are highly relevant to their next phase of their life in education,training, employment or other constructive activity. They are aspirational,

know precisely what they need to do and are determined to succeed.Pupils attendance is likely to be at least above average and theirpunctuality exemplary.

Good

(2)

The pupils successfully apply their well-developed basic skills for a broadrange of purposes and are well equipped with wider skills and personalqualities. They have a good understanding of the next steps they need totake, and intend to take, to succeed in the future. Pupils attendance is atleast average and they are consistently punctual.

Satisfactory

(3)

The pupils apply their basic skills securely in a range of contexts. Pupilsdevelop the wider skills and personal qualities needed to equip them for

the next phase of their education or the world of work and training. Theyrecognise the next steps they will need to take to achieve their goals.Pupils attendance is generally average and they are usually punctual. Inexceptional circumstances, attendance may be low but is rapidlyimproving.

Inadequate

(4)

Application of basic skills is weak.or

A significant minority of pupils are not developing the knowledge,skills and understanding needed to succeed in the next phase oftheir lives.

or Pupils attendance and punctuality generally, or for a significant

minority, are poor and show no sign of improvement.


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The extent of pupils spiritual, moral, social and culturaldevelopment


pupils development of personal insight and purpose, and theirunderstanding of societys shared and agreed values

pupils development of the skills and personal qualities necessary forliving and working together, and their understanding of their ownculture and those of others locally, regionally and nationally.

Outline guidance

Inspectors may take into account, where relevant:

pupils spiritual development as shown by their: beliefs, religious or otherwise, which inform their perspective on

life and their interest in and respect for different peoples feelingsand values

sense of enjoyment and fascination in learning about themselves,others and the world around them, including the intangible

use of imagination and creativity in their learning willingness to reflect on their experiences

pupils moral development as shown by their: ability to recognise the difference between right and wrong and

their readiness to apply this understanding in their own lives

understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral

and ethical issues

Pupils social development as shown by their: use of a range of social skills in different contexts, including

working and socialising with pupils from different religious, ethnicand socio-economic backgrounds

willingness to participate in a variety of social settings,cooperating well with others and being able to resolve conflictseffectively

interest in, and understanding of, the way communities andsocieties function at a variety of levels

pupils cultural development as shown by their: understanding and appreciation of the wide range of culturalinfluences which have shaped their own heritage


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willingness to participate in, and respond to, artistic, sporting andcultural opportunities

interest in exploring, understanding of and respect for culturaldiversity and the extent to which they understand, accept,

tolerate, respect and celebrate diversity, as shown by theirattitudes towards different religious, ethnic and socio-economicgroups in the local, national and global communities.

The extent of pupils spiritual, moral, social and cultural development: gradedescriptors

Outstanding

(1)

Pupils think deeply about their own and others experiences and try torelate them to a clear set of personal values. They have a keen interest inethical issues, act in a principled manner and understand the importance ofreassessing values in the light of experience. The pupils resolve conflicts

intelligently and seek consensus while accepting the right of others to holddifferent opinions and beliefs. They have a very good insight, based onfirst-hand experience, into similarities and differences between their ownand others cultures and how these are constantly changing. They are opento new ideas, appreciate cultural diversity and challenge racism.

Good

(2)

Pupils are curious about the world around them and embrace newexperiences which broaden their understanding, such as engagingenthusiastically in artistic, sporting and cultural opportunities. They respectothers needs and interests and make responsible and reasonedjudgements on moral dilemmas. Pupils have a strong sense of commonvalues across different societies. They engage well with a range of groups

from different ethnic, religious and socio-economic backgrounds, includingthose not represented in the immediate community.

Satisfactory

(3)

Pupils reflect on their experiences, for example responding with interest toartistic, sporting and cultural opportunities. They show some interest inother peoples feelings, values and beliefs, although this is mainly confinedto that which is introduced in lessons. They generally know the differencebetween right and wrong and understand the consequences of their ownand others actions. Pupils engage effectively with those from differentethnic, religious and socio-economic backgrounds and understand thatthey share common values.

Inadequate(4)

Pupils are developing little personal insight, purpose orunderstanding to nurture their growth as principled individuals.

or

Pupils are not developing the skills, personal qualities orunderstanding to engage constructively with people from othercultures and backgrounds.

or

Pupils have little understanding of, or interest in, their ownculture or that of others.


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How effective is the provision?

This section is about the quality of the schools provision and the impact thishas on outcomes for pupils. Inspectors may take account of their evaluationof the Early Years Foundation Stage, the sixth form and boarding provisionwhen making their judgements.


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The quality of teaching

The use of assessment to support learning


how well teaching promotes learning, progress and enjoyment for allpupils

how well assessment is used to meet the needs of all pupils.Outline guidance

Inspectors should consider the schools monitoring information as well as theirown observations.

Inspectors may take into account the extent to which:

teachers and other adults have high expectations of all pupils andensure that effective support is given to accelerate the progress ofany pupil who is falling behind their peers

the range of teaching styles and activities sustains pupilsconcentration, motivation and application

subject knowledge is used to inspire pupils and build theirunderstanding

time is used effectively appropriate use of new technology maximises learning resources, including other adults, contribute to the quality of learning lesson planning is linked to a current assessment of pupils prior

learning and is differentiated, so that it consolidates, builds upon andextends learning for all pupils

teachers and adults ensure that pupils know how well they are doingand are provided with clear detailed steps for improvement

effective questioning is used to gauge pupils understanding andreshape explanations and tasks where this is needed

teachers and adults assess pupils progress accurately and are alertto pupils lack of understanding during the lesson so that they canmove swiftly to put it right.

The judgements about the quality of teaching and the use of assessment tosupport learning are made by using the same grade descriptors.


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The quality of teaching and the use of assessment to support learning: gradedescriptors

Outstanding

(1)

Teaching is at least good and much is outstanding, with the result that thepupils are making exceptional progress. It is highly effective in inspiring

pupils and ensuring that they learn extremely well. Excellent subjectknowledge is applied consistently to challenge and inspire pupils. Resources,including new technology, make a marked contribution to the quality oflearning, as does the precisely targeted support provided by other adults.Teachers and other adults are acutely aware of their pupils capabilities andof their prior learning and understanding, and plan very effectively to buildon these. Marking and dialogue between teachers, other adults and pupilsare consistently of a very high quality. Pupils understand in detail how toimprove their work and are consistently supported in doing so. Teacherssystematically and effectively check pupils understanding throughoutlessons, anticipating where they may need to intervene and doing so with

striking impact on the quality of learning.

Good

(2)

The teaching is consistently effective in ensuring that pupils are motivatedand engaged. The great majority of teaching is securing good progress andlearning. Teachers generally have strong subject knowledge which enthusesand challenges most pupils and contributes to their good progress. Good andimaginative use is made of resources, including new technology to enhancelearning. Other adults support is well focused and makes a significantcontribution to the quality of learning. As a result of good assessmentprocedures, teachers and other adults plan well to meet the needs of allpupils. Pupils are provided with detailed feedback, both orally and throughmarking. They know how well they have done and can discuss what they

need to do to sustain good progress. Teachers listen to, observe andquestion groups of pupils during lessons in order to reshape tasks andexplanations to improve learning.

Satisfactory

(3)

Teaching may be good in some respects and there are no endemicinadequacies in particular subjects or across year groups. Pupils showinterest in their work and are making progress that is broadly in line withtheir capabilities. Teachers subject knowledge is secure. Adequate use ismade of a range of resources, including new technology, to support learning.Support provided by other adults is effectively deployed. Teaching ensuresthat pupils are generally engaged by their work and little time is wasted.Regular and accurate assessment informs planning, which generally meetsthe needs of all groups of pupils. Pupils are informed about their progressand how to improve through marking and dialogue with adults. Teachersmonitor pupils work during lessons, pick up general misconceptions andadjust their plans accordingly to support learning.

Inadequate

(4)

Expectations are inappropriate. Too many lessons are barelysatisfactory or are inadequate and teaching fails to promote thepupils learning, progress or enjoyment.

or

Assessment takes too little account of the pupils prior learning ortheir understanding of tasks and is not used effectively to help

them improve.


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The extent to which the curriculum meets pupils needs,including, where relevant, through partnerships


the relevance of the curriculum5 to the needs of individuals andgroups of pupils and its impact on all outcomes6

Outline guidance


the extent to which a broad and balanced curriculum is designed andmodified to meet the needs of individuals and groups of pupils,including, for example, when provided through extended servicesand specialist school provision

how well the different aspects of the curriculum contribute to alloutcomes for pupils

the extent to which the curriculum has been extended and improvedthrough collaboration with other schools and organisations

the design, range and depth of the curriculum from the pupilsperspective

long, medium and short-term curriculum planning and the extent towhich the curriculum builds systematically upon pupils prior

experience and looks ahead to the next stage the extent to which the school provides the curriculum to which

pupils are entitled.

The extent to which the curriculum meets pupils needs, including, whererelevant, through partnerships: grade descriptors

Outstanding

(1)

The schools curriculum provides memorable experiences and richopportunities for high-quality learning and wider personal developmentand well-being. The school may be at the forefront of successful,innovative curriculum design in some areas. A curriculum with overallbreadth and balance provides pupils with their full entitlement and iscustomised to meet the changing needs of individuals and groups. Thereare highly tailored programmes for a wide range of pupils with differentneeds. Cross-curricular provision, including literacy, numeracy and ICT, ismainly outstanding and there is nothing less than good. As a result, allgroups of pupils benefit from a highly coherent and relevant curriculumwhich promotes outstanding outcomes.

5 The curriculum includes all of the subjects, courses, enrichment and other activities planned

by the school and in conjunction with its partners.6 Outcomes are the five Every Child Matters outcomes, behaviour, and spiritual, moral, socialand cultural development.


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Good

(2)

The schools curriculum provides well-organised, imaginative and effectiveopportunities for learning and a broad range of experiences whichcontribute well to the pupils development and well-being. The curriculumis adjusted effectively to meet the needs of most groups and a range ofpupils with highly specific needs. Cross-curricular provision, including

literacy, numeracy and ICT, is mainly good and there is nothing that isinadequate. Enrichment opportunities are varied, have a high take-upacross most groups of pupils, and are much enjoyed.

Satisfactory

(3)

The curriculum is adequately matched to pupils needs, interests andaspirations and provides adequate preparation for the next stage of theirlives, whatever their starting points. Provision for potentially vulnerablepupils is satisfactory. Cross-curricular provision, including literacy,numeracy and ICT, is at least satisfactory. Some features of thecurriculum may be good.

Inadequate

(4)

The curriculum has significant shortcomings in meeting the needs ofpupils, or particular groups of pupils, and makes insufficientcontribution to their learning, enjoyment, well-being or development.


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The effectiveness of care, guidance and support


the care and support provided to promote learning, personaldevelopment and well-being

the quality and accessibility of information, advice and guidance forpupils.

Outline guidance


the judgement for the effectiveness of safeguarding procedures pupils and parents views of the information, advice and guidance

provided to pupils

the measures taken by the school to provide a welcoming learningenvironment for individuals and groups of pupils

the effectiveness of transition arrangements for pupils leaving orjoining the school, for example from nursery to primary school,primary to secondary, secondary to further/higher education trainingor employment, and those leaving or joining at a time other than thestart of the school year

the effectiveness of transition arrangements for pupils movingthrough the school, for example from Reception to Year 1, from KeyStage 3 to Key Stage 4 and post-16

at least one case study of a potentially vulnerable child to assess theeffectiveness of the care, guidance and support for individual pupils

the quality of the information and individual guidance provided tohelp pupils make the best choices, for example regarding futurecourses or careers or on matters relating to their personal health andsafety

the effectiveness of specific care, support and guidance andstrategies, resources and staff deployment for particular groups andindividuals, especially more vulnerable groups and individuals,including those exhibiting challenging behaviour, those that arepersistently absent and those with medical needs

the effectiveness of the steps taken by the school to encourageregular attendance for all groups of pupils, including the schoolsprogress towards any attendance targets set by the Department forEducation or local authority


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the effectiveness of provision to enable any pupils to catch up withwork missed, for example through absence, through attendance atadditional programmes, or through exclusion

first-hand observation of the quality of any out of school careprovided and managed by the governing body.

The effectiveness of care, guidance and support: grade descriptors

Outstanding

(1)

Very well-targeted support for all pupils has enabled them to make thebest of the opportunities provided by the school. Excellent attention isgiven to all aspects of care, guidance and support. Pupils are known asindividuals and have high levels of confidence in the schools ability toadvise them effectively. The schools work with families, children and arange of agencies to sustain the learning, development and well-being ofindividual pupils facing challenging circumstances is deeply embedded at

all levels.Good

(2)

Well-organised arrangements for the care of all pupils contribute to theirgenerally good development and well-being and support their learningeffectively. Clearly targeted support for groups of potentially vulnerablepupils has resulted in significant improvement, for instance in attitudes,behaviour, confidence, achievement or relationships. The school can pointto striking examples of where it has helped individual pupils overcomesignificant barriers to their education. Good-quality advice and guidanceare provided consistently, enabling pupils to make confident and well-informed choices about their future.

Satisfactory

(3)

Pastoral care is generally effective in supporting the needs of all pupils atsignificant points in their time at school. Support for vulnerable pupils isan established part of the schools provision and plays a useful role infostering their learning and development. Impartial advice and guidancehelp pupils to make informed choices about their future.

Inadequate

(4)

Care and support systems have shortcomings which mean thatsome groups of pupils do not thrive in their learning,development or well-being.

or

The quality of advice and guidance is weak and pupils areinsufficiently prepared to make important decisions about their

future.

or

The effectiveness of safeguarding proceduresis inadequate.


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How effective are leadership and management?

This section is about the effectiveness of significant elements of the schoolsleadership and management. This includes the leadership and management ofthe Early Years Foundation Stage, the sixth form and boarding provision.

The key judgement is The effectiveness of leadership and management inembedding ambition and driving improvement. It captures the effectivenessof leadership and management at all levels. It is not derived by amalgamatingall the other grades but inspectors will need to assess their significance beforefinalising the judgement.

The judgement The effectiveness of leadership and management inembedding ambition and driving improvementis a determining factor in

making the judgement about the schoolscapacity for sustained improvement.


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The effectiveness of leadership and management inembedding ambition and driving improvement

The leadership and management of teaching and learning


how effectively leaders and managers realise an ambitious vision forthe school, have high expectations of pupils and secure support fromothers

how well the school uses challenging targets to raise standards for allpupils and to eliminate any low attainment among particular groups

how well leaders and managers at all levels drive and secureimprovement, ensuring high-quality teaching and learning, by usingrelevant information about the schools performance to devise,implement, monitor and adjust plans and policies.

Outline guidance


the clarity and commitment with which leaders and managers at alllevels make explicit their vision and create a climate for the schoolscontinuing improvement as shown by the extent to which teachersand other members of the school community:

are well motivated and have high expectations of the pupils are committed to bringing improvement across all outcomes for

pupils

share the vision and ambition of senior leaders the quality of target-setting and whether it leads the school to set

realistic but challenging targets which, if achieved, mean that pupilsmake good progress and gain higher grades/levels than might be

expected given their starting points and capabilities

the accuracy, consistency and robustness of systems for tracking,monitoring and analysing the impact of teaching and other aspects ofthe schools work:

the quality of teaching through lesson observation and otherevaluation

learning and progress of whole cohorts, groups and individualsacross different subjects


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performance in tests and examinations over time, and againstnational benchmarks, of whole cohorts, groups, individuals anddifferent subjects

attainment and progress of its pupils taught off-site throughpartnership arrangements, for example pupils on courses andprogrammes with partner institutions such as colleges and work-based learning providers

outcomes other than achievement for whole cohorts, groups andindividuals

users views, for example gathered through surveys and otherarrangements for collecting those views

other aspects of the schools provision on outcomes for all pupils the quality of improvement planning and implementation, including

the extent to which leaders and managers at all levels:

tackle key priorities by devising suitable plans with appropriatetargets, actions, milestones and clear lines of accountability

secure consistency by regularly and rigorously checking how wellplans and policies relating to the quality of teaching and learningand other aspects of the schools work are implemented

review and adjust plans, actions and priorities in the light ofchanging circumstances.

The judgements about embedding ambition and driving improvement and theleadership and management of teaching and learning are made by using thesame grade descriptors.

The effectiveness of leadership and management in embedding ambition anddriving improvement and the leadership and management of teaching andlearning: grade descriptors

Outstanding

(1)

The senior leadership team and other leaders and managers areconspicuously successful in inspiring the school community to share a

strong sense of purpose which involves work towards meeting orsustaining ambitious targets for all pupils. Morale is very high and belief inthe schools success runs through all levels of staff. Rigorous and extensivemonitoring, searching analysis and self-challenge enable the school,together with its significant partners, to devise exceptionally well-focusedplans. Actions taken by the school and, where relevant, its partners areimplemented with precision and managed thoroughly. As a result, thequality of teaching is at least good and leaders and managers at all levelsare taking highly effective steps to drive up the quality of teaching stillfurther. Consequently, outcomes in achievement and well-being for mostpupils are good, and some are exceptionally high.


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Good

(2)

The senior leadership team and many middle leaders and managersconsistently communicate high expectations to staff about securingimprovement. They galvanise the enthusiasm of staff and channel theirefforts to good effect. Leaders and managers routinely make good use of arange of rigorous monitoring activities relating to teaching, other provision

and outcomes. Planning involves any relevant major partners, and isfounded on robust evidence and good-quality data. It is tackling key areasof weakness, including those in teaching, systematically and building onareas of strength. As a result, teaching is at least satisfactory andimproving. Target-setting is realistic and challenging. Consequently,outcomes are generally good, or there is substantial evidence that they areimproving strongly.

Satisfactory

(3)

The senior leadership team and other leaders and managers are motivatedto seek further improvement and are effective in focusing the schoolsefforts on priorities. Senior leaders and managers monitor accurately theprogress and well-being of all pupils and the quality of teaching and

learning. Target-setting is based on accurate assessment information but isonly adequately challenging. The school implements suitable plans aimedat improving areas of weakness and is taking effective steps to securehigh-quality teaching. Expectations are sufficiently high to bring aboutoutcomes which are broadly satisfactory and improving or, if lower, there issubstantial evidence that they are improving strongly.

Inadequate

(4)

Leaders and managers are not taking effective steps to embedtheir ambition for the school.

or

The school is not using target-setting effectively to raiseexpectations and improve outcomes.

or

Leaders and managers do not drive and secure improvement.or

Leaders and managers are not taking effective steps to securesatisfactory and better teaching.


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The effectiveness of the governing body in challenging andsupporting the school so that weaknesses are tackleddecisively and statutory responsibilities met


how effectively governors help to shape the direction of the school how rigorously governors and supervisory boards challenge and

support leaders and managers, holding them to account for tacklingweaknesses and further improving outcomes for all pupils

how well governors, supervisory boards and any joint committee(s)fulfil their statutory responsibilities.

Outline guidance

If any judgement in the evaluation schedule is inadequate because of abreach of statutory requirements, inspectors should consider whether theschools governance is inadequate.


the extent to which the schools self-evaluation indicates compliancewith statutory requirements

the rigour of the governing bodys procedures to ensure the health,safety and well-being of staff and pupils

how effectively governors fulfil their duties to promote communitycohesion and inclusive practice relating to special educational needs,race equality, disability and gender equality

how knowledgeable governors are of the work of the school,including its strengths and weaknesses, through their monitoring andevaluation of the schools performance

how engaged governors are in actively setting priorities forimprovement and how robustly they monitor and evaluate the impactof any improvement plans

how effectively the governing body ensures that its skills andexpertise are matched to the needs of the school and how effectivelythese are used to improve outcomes for pupils

the extent to which the governing body understands the schoolsperformance data and has an accurate picture of how well all thepupils are achieving compared with those in other schools, as well ashow different groups of pupils within the school are performing

how governors ensure that school targets are both achievable andsufficiently challenging to lead to and sustain improvement


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governors understanding of barriers to learning, includingattendance and behaviour issues, and what the school is doing toovercome them

how effectively and confidently governors develop and use their skillsand knowledge to hold leaders to account for improvement byrobustly challenging underperformance

how systematically governors consult and gather the views of usersand stakeholders and how these views are taken into account infuture planning.

The effectiveness of the governing body in challenging and supporting theschool so that weaknesses are tackled decisively and statutory responsibilitiesmet: grade descriptors

Outstanding(1)

Governors make an exceptional contribution to the work and direction ofthe school. They have high levels of insight and are extremely wellorganised and thorough in their approach. They are vigorous in ensuringthat all pupils and staff are safe. In discharging their statutoryresponsibilities, they have very robust systems for evaluating theeffectiveness of their implementation, keeping the work of the schoolunder review and acting upon their findings. Governors are innovative,flexible and adapt to new ideas quickly, supporting the work of the staffin improving outcomes for all pupils. They are confident in providing highlevels of professional challenge to hold the school to account. Governorsengage very effectively with parents, pupils and the staff as a whole andare well informed about users views of the school. They use these viewsto inform strategic priorities for development.

Good

(2)

The governing body has the capacity to meet the schools needs and isinfluential in determining the strategic direction of the school. Governorsare rigorous in ensuring that pupils and staff are safe and discharge theirstatutory duties effectively. They are fully and systematically involved inevaluating the school. Their relationships with staff are constructive andthey show determination in challenging and supporting the school intackling weaknesses and so bringing about necessary improvements.Governors have clear systems for seeking the views of parents and pupilsand mechanisms for acting on these.

Satisfactory

(3)

Governors discharge their statutory responsibilities and ensure that pupilsand staff are safe. They are well organised, are visible in the schoolcommunity, and support staff and pupils. Most governors know thestrengths and weaknesses of the school, understand the challenges itfaces and are directly involved in setting appropriate priorities forimprovement. The governing body holds the school to account fortackling important weaknesses. Governors engage often with parents andpupils and respond quickly to their views and any significant concernsthey may have.

Inadequate

(4)

The governing body has too little impact on the direction andwork of the school.

or


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The governing body does not challenge the school to addressweaknesses and bring about improvement.

or

The governing bodys negligence in failing to meet its statutoryrequirements places the pupils achievement or well-being at

risk.


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The effectiveness of the schools engagement with parentsand carers


the extent to which the school takes account of parents and carersviews and how well they are involved in contributing to decision-making about whole-school matters

the extent to which the school enables parents and carers to support,and make decisions about, their own childrens learning, well-beingand development

the quality of the schools communication with parents and carers.Outline guidance


the effectiveness with which the school communicates with allparents and carers with parental responsibility, including those whomay be reluctant or unsure about approaching the school, such asmothers and fathers not living with their children, those accessingadditional services and those whose children have special educationalneeds and/or disabilities

the views expressed by parents and carers through the Ofsted surveycarried out at the point of inspection and any survey informationprovided by the school

the frequency and quality of the schools communications withparents and carers regarding the achievement, well-being anddevelopment of their children, including, for example: reportingarrangements; parent/teacher consultation arrangements; clarity oflines of communication; response rates and complaints procedures

the frequency and quality of the schools communications withparents and carers regarding important school developments,including the ways the school has used the views of stakeholders to

influence the schools priorities

the mechanisms for helping parents to support their childrenslearning, for example through: information provided, activities forparents and carers and support for specific groups and individuals.

The effectiveness of the schools engagement with parents and carers: gradedescriptors

Outstanding

(1)

The school has a highly positive relationship with all groups of parents andcarers, particularly those groups of parents and carers who might

traditionally find working with the school difficult. Parents and carers areheavily involved in decision-making on key matters through well-established


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procedures. Parents and carers are exceptionally well informed about allaspects of their own childrens achievement, well-being and development.The school provides tailored guidance and information about precise waysparents and carers can support their childrens learning across a wide rangeof subjects. All groups of parents and carers are able to communicate with

the school through a wide range of media. Consistent and productivepartnerships ensure that parents and carers are strongly engaged with theirchildrens learning and the schools work. The schools systems for keepingparents informed about aspects of its work ensure that parents and carershave coordinated, up-to-date, accurate and timely information.

Good

(2)

The school has a highly positive relationship with most groups of parentsand carers. The school regularly asks parents and carers for their views andensures that these are used to inform important decisions about whole-school matters. Parents and carers are kept well informed about theirchildrens achievement, well-being and development. The school helpsparents and carers to support their childrens learning in different ways. The

effective liaison with parents and carers contributes to improvements inpupils achievement, well-being and development. There are clear andaccessible channels for parents and carers to communicate with the schoolwhich the school actively encourages parents to pursue. The schoolssystems for keeping parents informed about aspects of its work runsmoothly.

Satisfactory

(3)

The school has a generally positive relationship with parents and carers. Theschool regularly seeks and takes account of the views of different groups ofparents about important issues. There is a regular exchange of informationwith parents and carers, providing them with adequate information on howwell their children are achieving, their well-being and development. Thereare some general strategies to help parents and carers support their childslearning. There are clear and accessible channels for parents and carers tocommunicate with the school. The school generally keeps parents up-to-date about the main events in its calendar.

Inadequate

(4)

Parents and carers, or particular groups of parents and carers, arenot sufficiently involved in supporting and making decisions abouttheir childrens well-being.

or

The school does not take sufficient account of parents and carersviews, or the views of particular groups of parents and carers, so

that they have too little say in decisions about whole-schoolmatters.

or

Communication between the school and parents and carers, orparticular groups of parents and carers, is poor.


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The effectiveness of partnerships in promoting learningand well-being


the extent and effectiveness of the schools partnership activity withother providers, organisations and services to promote learning andwell-being for its own pupils and those of its partners

how well partnership activities provide value for money.Outline guidance

The guidance below is not exhaustive and may not apply to all schools. Someof the evidence may be gathered through inspection of other aspects of theschools work, such as the curriculum and care, guidance and support.


the extent to which partnership activity underpins the schools workand the schools role within those partnerships, for examplepartnering another school facing difficulties; federation and/or sharedleadership; shared provision such as a joint sixth form

the extent to which the school is able to demonstrate thatpartnership activity provides value for money

the impact of any significant partnerships and communityengagement related to the schools specialist status and how keystakeholders from partner schools and the wider communitycontribute to the review and development of partnership activities

any contribution trust status makes in driving up school improvement the effectiveness of the schools work with services provided,

commissioned or brokered by the local authority to promote thesafety and health of all learners, including potentially vulnerablegroups and looked after children, for example: education welfare;Connexions services; behaviour improvement; child and adolescent

mental health service; educational psychology service; integratedyouth support

the effectiveness of the schools work with agencies to supportspecific groups and individuals, for example the Traveller educationservice

the impact of partnerships with other organisations through extendedservices provision

the effectiveness of partnership activity which does not involve theregular exchange of pupils between the school and other

organisations, for example: links between schools and otherproviders in different phases; partnership with external agencies to


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provide independent advice and guidance at 16; shared professionaldevelopment activities and shared leadership development activities.

Where there is regular movement of pupils from the school or to the schoolas part of partnership activity, for example as part of a 1419 diploma

consortium, inspectors will need to consider:

how well the school makes arrangements on a day-to-day basis toenable partnership activities to run safely and efficiently

how well the school assures the quality of learning throughpartnersh

the evaluation schedule for schools april 11

Documents